Ongoing formative assessment is vital in any classroom, as
it provides opportunities for monitoring and adjusting, provides feedback to
the instructor, and helps to guide and customize the learning process
throughout the unit of study for all students (Chapman and King, 2012). I use a
variety of formative assessment strategies in my room to help me gauge where my
students fall on the road to mastery.
The simplest thing that teachers can do during a lesson or
unit is to circulate. During a guided practice session, teachers should start
by modeling the expected outcome and then closely examining students during
practice (Schmoker, 2011). Just by roaming the classroom, I can ensure that my
students are on task and that they have a good understanding of what is being
expected of them. I keep anecdotal notes on students as they work so that I have
a running record of their progress during a unit. By repeating this cycle of
guided practice and checking for understanding multiple times throughout the
unit, I can move students towards a gradual release of responsibility and make
them more independent learners (Schmoker, 2011).
Another way to assess students where they are is to allow
time for student talk. Talking has been proved as one of the best ways to
digest information (Schmoker, 2011). Allowing students to turn to their
neighbor and share what they have learned will help them teach each other, as
well as clarify their own thinking in a safe environment. It also gives me, the
teacher, the chance to monitor conversations and correct thinking. I seat my
students in pods of four—students are not grouped together, but are seated very
close and are aware of who is in their pod. Pods are strategically planned. Students
are heterogeneously grouped by fall Measures of Academic Progress (MAP) scores,
so that they will be able to help one another through difficult learning tasks.
I have seen that talking to one another, and sometimes teaching one another,
help increase student ownership over our lessons.
A third simple type of formative assessment that I use in my
classroom and that is research-proved is writing to learn activities. Writing helps
students to formulate and articulate their thoughts before they share out with
groups or the class (Schmoker, 2011). Students are able think through their own
confusion in writing, and therefore remove some of the insecurity when sharing
with others. Research shows that the act of writing extends knowledge and helps
create new thinking (Gallagher, 2006). I use several types of write to learn
activities, including free writes (which I call brain drains) and written conversation.
During free writes, students are given a prompt and told to write nonstop for a
predetermined amount of time. If they do not know what to write, they are to
write “I don’t know what to write” until something comes to them. The stubborn
few will fill their paper with this sentence, but after a while, that loses its
magic and they begin to truly process their thinking. During a written conversation,
students write to a topic or answer a question, pass their paper to a neighbor,
and respond. With my students in pods, we can pass around the pod very easily.
Students need interaction in their classroom in order to
succeed (Schmoker, 2011). Teachers often assume that students are lazy or
cannot read, but when we allow opportunities to demonstrate understanding, we
see otherwise. Schmoker states, “Interactive lecture and the simplest versions
of formative assessment work for anyone” (p. 70). Teaching in this manner can
seem slow for teachers, but account for as much as six to nine months of
learning growth each year (Schmoker, 2011). Formative assessments are small
ways to interact students in the art of teaching and learning. By checking for understanding, teachers are
able to gather and examine ongoing student data in order to make sound
curricular decisions in the moment that they need to be made.
Chapman, C. and King, R. (2012). Differentiated assessment strategies: One tool doesn’t fit all. Thousand
Oaks, CA: Corwin.
Gallagher, K. (2006). Teaching
adolescent writers. Portland, Maine: Stenhouse Publishers.
Schmoker, M. (2011). Focus:
Elevating the essentials to radically improve student learning. Alexandria,
VA: ASCD.